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Unravelling Student Evaluations of Courses and Teachers

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Title: Unravelling Student Evaluations of Courses and Teachers
Language: English
Authors: Reverter, Antonio, Martinez, Cristina, Currey, Phil (ORCID 0000-0003-4221-0690), van Bommel, Severine (ORCID 0000-0002-7782-9162), Hudson, Nicholas J. (ORCID 0000-0002-3549-9396)
Source: Cogent Education. 2020 7(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Evaluation of Teacher Performance, Course Evaluation, College Faculty, College Students, Coordinators, Response Rates (Questionnaires), Delivery Systems, Stimulation, Course Organization, Instructional Materials, Feedback (Response), Teaching Styles, Correlation, Agricultural Education, Foreign Countries
Geographic Terms: Australia
DOI: 10.1080/2331186X.2020.1771830
ISSN: 2331-186X
Abstract: There is debate over the functional basis of student evaluations of academics, and fresh potential for looking at the data in new ways. Student evaluation data was collated over a three year period (Semester 2 2015 to Semester 1 2018). We used a General Linear Model to estimate the variation in course scores explained by a number of coordinator and course attributes. Three significant factors collectively explain 49% of the School's variation in course scores--individual coordinator, student evaluation response rate, and mode of delivery. Next, we used hierarchical clustering to explore the inter-relationships among the eight course and teaching evaluation questions. Learning appears to be related to stimulation, whereas overall satisfaction appears to be related to quality of learning materials and course structure (i.e. aspects of course organisation). Student evaluation response rate is positively correlated to all eight course questions, but most positively to a question relating to receiving adequate feedback. This perhaps implies some reciprocity in the flow of information between student and coordinator. The overall teaching rating awarded to academics clusters most with approachability and encouragement of student input--aspects of temperament and style--and not with explanatory skill or organisational ability.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1282706
Database: ERIC
FullText Text:
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  Data: Unravelling Student Evaluations of Courses and Teachers
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  Data: <searchLink fieldCode="AR" term="%22Reverter%2C+Antonio%22">Reverter, Antonio</searchLink><br /><searchLink fieldCode="AR" term="%22Martinez%2C+Cristina%22">Martinez, Cristina</searchLink><br /><searchLink fieldCode="AR" term="%22Currey%2C+Phil%22">Currey, Phil</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4221-0690">0000-0003-4221-0690</externalLink>)<br /><searchLink fieldCode="AR" term="%22van+Bommel%2C+Severine%22">van Bommel, Severine</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7782-9162">0000-0002-7782-9162</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hudson%2C+Nicholas+J%2E%22">Hudson, Nicholas J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3549-9396">0000-0002-3549-9396</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Cogent+Education%22"><i>Cogent Education</i></searchLink>. 2020 7(1).
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Evaluation+of+Teacher+Performance%22">Student Evaluation of Teacher Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Evaluation%22">Course Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Coordinators%22">Coordinators</searchLink><br /><searchLink fieldCode="DE" term="%22Response+Rates+%28Questionnaires%29%22">Response Rates (Questionnaires)</searchLink><br /><searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Stimulation%22">Stimulation</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Organization%22">Course Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/2331186X.2020.1771830
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  Data: 2331-186X
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  Label: Abstract
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  Data: There is debate over the functional basis of student evaluations of academics, and fresh potential for looking at the data in new ways. Student evaluation data was collated over a three year period (Semester 2 2015 to Semester 1 2018). We used a General Linear Model to estimate the variation in course scores explained by a number of coordinator and course attributes. Three significant factors collectively explain 49% of the School's variation in course scores--individual coordinator, student evaluation response rate, and mode of delivery. Next, we used hierarchical clustering to explore the inter-relationships among the eight course and teaching evaluation questions. Learning appears to be related to stimulation, whereas overall satisfaction appears to be related to quality of learning materials and course structure (i.e. aspects of course organisation). Student evaluation response rate is positively correlated to all eight course questions, but most positively to a question relating to receiving adequate feedback. This perhaps implies some reciprocity in the flow of information between student and coordinator. The overall teaching rating awarded to academics clusters most with approachability and encouragement of student input--aspects of temperament and style--and not with explanatory skill or organisational ability.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2021
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  Data: EJ1282706
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        Value: 10.1080/2331186X.2020.1771830
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      – Text: English
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        PageCount: 12
    Subjects:
      – SubjectFull: Student Evaluation of Teacher Performance
        Type: general
      – SubjectFull: Course Evaluation
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: College Students
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      – SubjectFull: Coordinators
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      – SubjectFull: Response Rates (Questionnaires)
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      – SubjectFull: Delivery Systems
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      – SubjectFull: Stimulation
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      – SubjectFull: Course Organization
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Teaching Styles
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      – SubjectFull: Agricultural Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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